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Improving Engagement in the Virtual Environment through Culturally Relevant Expectations and Parent Collaboration for Students with Emotional and Behavioral Disorders

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Title: Improving Engagement in the Virtual Environment through Culturally Relevant Expectations and Parent Collaboration for Students with Emotional and Behavioral Disorders
Language: English
Authors: Marsh, Robbie J. (ORCID 0000-0003-0371-2196), Baltodano-Van Ness, Heather M. (ORCID 0000-0002-1750-5975), Mathur, Sarup R.
Source: Beyond Behavior. Aug 2023 32(2):128-136.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Electronic Learning, Educational Environment, Culturally Relevant Education, Parent Participation, Behavior Disorders, Emotional Disturbances, Special Education, Special Education Teachers, Outcomes of Education, Students with Disabilities, Student Behavior, Expectation, Instructional Design, Learner Engagement
DOI: 10.1177/10742956231161010
ISSN: 1074-2956
2163-5323
Abstract: Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1382908
Database: ERIC
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  Data: Improving Engagement in the Virtual Environment through Culturally Relevant Expectations and Parent Collaboration for Students with Emotional and Behavioral Disorders
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  Data: <searchLink fieldCode="AR" term="%22Marsh%2C+Robbie+J%2E%22">Marsh, Robbie J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0371-2196">0000-0003-0371-2196</externalLink>)<br /><searchLink fieldCode="AR" term="%22Baltodano-Van+Ness%2C+Heather+M%2E%22">Baltodano-Van Ness, Heather M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1750-5975">0000-0002-1750-5975</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathur%2C+Sarup+R%2E%22">Mathur, Sarup R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Beyond+Behavior%22"><i>Beyond Behavior</i></searchLink>. Aug 2023 32(2):128-136.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: 10.1177/10742956231161010
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  Data: 1074-2956<br />2163-5323
– Name: Abstract
  Label: Abstract
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  Data: Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.
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        Value: 10.1177/10742956231161010
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 128
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Parent Participation
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      – SubjectFull: Behavior Disorders
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      – SubjectFull: Emotional Disturbances
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: Expectation
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      – SubjectFull: Instructional Design
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      – SubjectFull: Learner Engagement
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    Titles:
      – TitleFull: Improving Engagement in the Virtual Environment through Culturally Relevant Expectations and Parent Collaboration for Students with Emotional and Behavioral Disorders
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              Y: 2023
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